COMMUNITY ORGANIZATION, 
ALABAMA'S FUNDAMENTAL NEED 





WILLIAM F. FEAGIN, 

Superintendent of Education. 
January 5, 1914. 



FOREWORD 

AT THE Conference for County Superintendents, which was held in Montgomery, on the 5th and 6th 
of January, 1914, a paper on Community Organization was presented by the State Superintendent. 
■ This address was printed in full in a number of the leading dailies and was freely commented upon 
in their editorial columns. Many requests have come for it and although it was intended merely to be 
suggestive and formational, it is being sent out in the hope that it may to some degree aid in building up 
a public conscience that will regard education and co-operation as the leading factors in community and 
State development; that will look upon agriculture as a fundamental element in our national economy; 
and that will give us the spirit of fairness to see that where education is the most liberal and where the 
most highly developed co-operative community spirit exists, there will be found a corresponding degree 
of S'ate and national prosperity. 

In order to prepare the way for intelligent community organization and to provide the machinery 
through which it is hoped to bring about the same, soon after my induction into office, I selected three 
representative Alabama counties in different sections of the State — Covington, Macon and Morgan, for 
demonstration purposes. Through the State Supervisors of Rural Schools, I am now personally making 
exhaustive surveys of these counties along the following lines: 

1. A preliminary survey of the economic, agricultural, sanitary, and road conditions. 

2. General educational conditions. 

3. School administration. 

4. Co-operative agencies. 

5. Teachers, courses of study, and methods of instruction. 

This is to be followed by a still more minute examination of buildings and grounds, material equip- 
ment, and values, vitalizing agencies, district administration, community interests, etc. 

It is purposed to make such a careful and painstaking study of the facts and conditions in these 
three counties as will make plain just what the status is and the steps that must be taken to better it, at 
the same time stimulating every agency and institution in the county to lend their aid and unite their 
efforts for the advancement of the county as a whole. More especially it is expected that two or three 
representative communities in each of these counties may be found that can readily be induced to come 
together and in an organized way take upon themselves the responsibility of caring for the economic, so- 
cial, educational, and spiritual life of the community, the consolidated or united community school prob- 
ably being the medium through which this can best be accomplished. 

The results of these surveys will be published for the benefit of the other counties of the State to the 
end that they may have concrete examples of just how they may wisely set about a work that it would 
seem is the only rational way to put every Alabama county and community in a position to work out its 
own problem and life. If this shall be done and the spirit of the address which follows shall find concrete 
expression throughout our commonwealth, before another census shall have been taken, Alabama will 
have shown to the worlpl a progressive and self -helpful spirit as admirable as her recent one has been 
said to be humiliating, 

WM. F. FEAGIN, 



COMMUNITY ORGANIZATION 



aF THE present movement with which 
the South is astir for the development 
and enlargement of country life is to 
prove more than a spasmodic and 
transitory effort, there must be a federa- 
tion of forces and a definite plan of organi- 
zation that will give unity, coherence, and per- 
spective to all the agencies and institutions 
that are to have a part in the regeneration of 
the rural community. From the piece-meal, 
crazy-quilt scheme of the present must be 
evolved an organization balanced, liberal, and 
broad enough to include the whole interest and 
enlist the united energies of our people. 

"Every difficulty in its last analysis re- 
solves itself into a question of education, 
and whatever our idea of the function of 
education in a democracy may be, we can- 
2 



not dodge the truth that the 'bread and 
butter' view is, to say the least, — funda- 
mental." 

When our recent census reports show that 
as compared with the preceding decade the 
population of the United States increased 
21%, and the production of cereals increased 
only 1.7%, with a corresponding decrease in 
Alabama of 9.4%; when the production of 
wheat in the United States increased 3.8%, 
with a corresponding decrease in Alabama of 
82%; when the production of corn in the 
United States decreased 4.3%, and in Alabama 
12.4%; when there was a decrease in the per 
capita supply of corn in the United States of 7 
bushels, and a decrease in the per capita sup- 
ply of all cereals of 9 bushels; when farm 
lands increased in value in the United States 
118%, and in Alabama 116%; when the exces- 
sive financial cost of transporting our crops 
due to bad roads is more than a billion dollars, 
enforcing upon our rural folk a self-depend- 
ence and seclusion that prevents the infusion 
3 



of their red blood and sturdy character into 
our national life; when we note that 83% of 
the people of Alabama live in rural districts 
as against 88% ten years ago, showing a de- 
cided migration from the country to the city; 
when 8,600, or 30%, of the school children in 
429 of our ordinary rural schools, representing 
thirty-seven counties, show physical defects of 
sufficient gravity to retard seriously their de- 
velopment; when less than one-fourth of these 
429 rural schools are found to have sanitary 
arrangements which do not meet even mini- 
mum requirements, the inevitable result being 
a heavily-polluted soil actually constituting a 
part of the children's playground; when we 
recall the humble position that Alabama and 
her sister states occupy in the statistics of lit- 
eracy and educational efficiency; when we 
carefully weigh these several cumulative facts, 
we are forced to the conclusion, that if we are 
to subsist at all, "ere long the most valuable 
of all arts will be the art of deriving a com- 
fortable subsistence from the smallest area of 



soil," and we can but believe that our supreme 
need, if our economic, sanitary, social, educa- 
tional, and spiritual status is to be materially 
bettered, is an organization in each communi- 
ty that will eliminate every hurtful agency, in- 
hibit every negative one, and stimulate every 
positive one into harmonious, co-operative re- 
lationship to the other parts of this scheme for 
social betterment. 



The heart of society is the home, and back 
of the home is the individual. They become 
naturally the starting-point for co-operation, 
and while the home can never safely part with 
its opportunity nor shift its responsibility, the 
effective organization of country life must 
look to some agency broad enough in its scope 
to unite all homes and liberal enough in its 
spirit to ally all individuals in purposeful, con- 
structive work. A survey of the agencies now 
at work must recognize in the Church a power- 
ful institution for community progress, but its 
influence ^s more or less limited by sectarian 



tendencies, and the churchhouse can not, in 
most localities, be a common meeting-place for 
all the people. 

The organization of country life must in- 
clude the entire community. It must be so 
enlarged in outlook and so attractive in poten- 
tiality as to satisfy the deepest longings of the 
human soul. It must be of such a concrete na- 
ture that all the people of the community can 
unite in forming it; it must be laboratory, 
workshop, storehouse, experiment station, 
club-room, and assembly-hall for every healthy 
activity and every worthy endeavor. 

The only agency that can meet these require- 
ments is the school, — a country school. It must 
be an instrument in the people's own hands for 
their own uplift. It is the only permanent 
democratic institution that can do the work at 
all. That it is weak is all too true, but it can 
be made strong enough and resourceful 
enough to meet the challenge of rural need. 

"The preservation of the means of knowl- 
edge among the industrial ranks is of more 
importance to the public than all the property 
of all the rich men in the country." This 
6 



means "the whole people must take upon them- 
selves the education of the whole people and 
must be willing to bear the expense of it." 
This raises the question of local taxation, and 
to that we must shortly come. An examina- 
tion of the educational conditions in our sev- 
eral states gives absolute proof that literacy 
varies in proportion to the revenue derived 
from local taxation. 

So long as Alabama depends more on the 
State taxes than does any other State in the 
Union; so long as our rural schools are in ses- 
sion only six months in the year; so long as 
there is yet a large number of rural school 
houses uncomfortable, unfurnished, and wholly 
unsuited for use; so long as 75% of Alabama's 
teachers are here today and there tomorrow, 
the school will continue to be a negligible so- 
cial factor and a passive community agency. 

After much investigation, the United States 
Bureau of Education concludes that where the 
greatest advance has been made in rural or- 
ganization, improved buildings and equipment 
have followed better teaching. But local taxa- 
tion alone will not solve the community proK 
7 



lem. Our higher institutions and all those 
agencies charged with the equipment of teach- 
ers for their profession, must reorganize their 
training to meet the needs of the country com- 
munity. They must readjust their courses of 
study in order that the teachers they send out 
may adjust themselves to the needs of rural 
life. 

Our teachers too must recast their ideals 
and liberalize their training to meet the widen- 
ing sphere of the community school. Higher 
institutions of learning, institutes, reading cir- 
cles, teachers' meetings, educational periodi- 
cals, must be made to contribute liberally to 
the expanding opportunities for service in this 
practical awakening that is enlivening country 
life. Hand in hand with all this must go a new 
attitude toward the course of study and a new 
conception of the function of education that 
will link the school with rural life, — not so 
much the introduction of new subjects into the 
curriculum, but the introduction of a new way 
of handling old subjects. 

In a healthy and growing State we may ex- 
pect to find that education is neither static nor 
8 



revolutionary, but dynamic, following closely 
the developing national spirit and life. And 
yet our education continues to be unfair in 
that it does not do what the founders of this 
republic meant that it should do. It does not 
give equality of opportunity to all. We give a 
far better chance than does Europe for the lad 
of humble parentage to become a profes- 
sional man; but we do not so carefully see to 
it that the lad of humble talent shall be able 
to find his calling and prepare for it. 



Education in a democracy must give the 
child physical, vocational, social and cultural 
training adapted to the child and to his home 
environment. It must tend to keep a sturdy 
class of people on our farms rather than lure 
them away to the cities and towns. It should 
forever silence the absurd belief that because 
a young man swings a door, lays a brick, 
drives a plow, or grows an acre of corn, he 
may not be truly cultured; or because a young 
woman bakes a biscuit, makes a garment, 
grows a tomato, or does the family canning, 
she lacks one whit in refinement. While the 
three R's must continue to find a place in all 



our schools, they must go hand in hand with 
concrete, practical training in the arts and in- 
dustries that are found in every-day country 
life. In this way only may every individual 
have culture, economic independence, and the 
ability to add to his own and the nation's 
wealth, and "no community whose every mem- 
ber possesses this art can ever be the victim 
of oppression in any of its forms. Such a 
community will be alike independent of 
crowned kings, money kings, and land kings." 

But an ideal course of study can suffice only 
when there is excellent attendance. If the 
State has the right to say that free public ed- 
ucation shall be provided for her children, she 
has no less the right to demand that her chil- 
dren shall avail themselves of her bounty, and 
along with local taxation, better teachers, and 
a better curriculum must come compulsory ed- 
ucation. 



In some localities we may never get beyond 
the need of the one-teacher school, but we have 
already outgrown the need of the one-room 
school. Poverty rather than economy is the 
only plea we can offer for requiring any 

xo 



teacher to attempt more than five grades. The 
maximum of efficiency can be had when there 
is community of effort, and no teacher has 
more than three grades. Unfortunately, we 
have no way of transporting pupils at public 
expense, and therefore consolidation as a 
State-wide policy must await needed legisla- 
tion. 

The proper correlation of all the parts, and 
the effective utilization of all the means of 
school improvement require sympathetic, close 
and intelligent supervision. That decided 
ground has been gained in the recent provis- 
ions for whole-time supervision, and in the em- 
ployment of assistants which has been put into 
effect in thirty-eight Alabama counties, is fully 
attested in the monthly reports of these su- 
pervisors and their assistants. They only 
serve to deepen the conviction expressed in the 
beginning of this paper, namely: Rural educa- 
tion can never solve its problem without sys- 
tematic community organization, and this is 
Alabama's fundamental need. The accompa- 
nying chart is a schematic arrangement of an 
organized community with the school closely 
seconded by the church as a unifying agency. 
XI 



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Around this center and in active co-opera- 
tion are the "Farmers' Club," for production, 
marketing, working-capital, and social enter- 
prises; the "Women's Club," for home-making, 
home industries, and social culture; the "Boys' 
Club," for corn-growing, pig raising, and so- 
cial intercourse and effort; and the "Girls' 
Club," for tomato-growing, and canning, poul- 
try raising, home arts, and social contact. 

The purposes of community organization, it 
will be seen, are three-fold:, 

First, to increase production through 

1. Improved methods of cultivation 

2. The conservation of soil by sys- 

tematic crop rotation 

3. The practice of diversified farming 

4. The improvement of crops by follow- 

ing the principles of seed selection 

5. Advanced ideas in animal husbandry 

6. Acquisition of skill in all farm ma- 

nipulations. 

Second, to increase income through 

1. Co-operative buying 

2. Co-operative marketing 

14 



3. Establishment of a co-operative 

credit system 

4. Co-operative manufacturing. . 

Third, to enlarge life through 

1. Better Food 

2. Sanitation 

3. Study and investigation 

4. Social contact and power 

5. The development of the artistic 

sense or temperament. 

We may form some idea of the possibilities 
of the organized community by showing the 
numerical growth of the Boys' Corn Club work 
in Alabama during the past four years in con- 
nection with the increased yield of corn for the 
same time, and also showing results of the 
Girls' Tomato Club organizations for the can- 
ning season of 1913. These two factors, which 
are now aiding so materially the agricultural 
and social progress of Alabama, should find 
places in every organized community. The 
work of these organizations is carried on in 
the State through the Extension Department 
of the Alabama Polytechnic Institute and the 
15 



U. S. Department of Agriculture, through the 
Farmers' Co-operative Demonstration work. 

The following is a comparison of the corn 
crops for 1899 and 1909, as is given in the Ab- 
stract of the United States Census for 1910: 

ALABAMA CORN CROP 

Year 1899: Total acres, 2,743,060; total 
bushels, 35,053,047; average bushels per acre, 
12.7; value at 70c per bushel, $24,537,132.00. 

Year 1909: Total acres, 2,572,092; total 
bushels, 30,695,737; average bushels per acre, 
11.9; value at 70c, $21,487,029.00. 

Decrease: Total acres, 170,968; total bushels, 
4,367,310; average bushels per acre, .8; value 
at 70c, $3,050,103.00. 

The comparison shows that in 1909 there 
were material decreases in acreage, total 
yield, average yield, and value of the crop. 

The Boys' Corn Club movement was started 
in Alabama in 1909, that year registering the 
low-water mark in the State's corn production. 
It is interesting to note the increase in every 
item of the following table, especially the 
16 



growth of the Corn Club movement. The club 
enrollment is taken from official figures of the 
organization, and the other figures are from 
the Crop Reporter, Dec. 3, 1912: 

Year 1909: Boys enrolled, 265; total acres, 
2,572,968; total bushels, 30,695,737; average 
bushels per acre, 11.9; total value at 70c per 
bushel, $21,487,029.00. 

Year 1910: Boys enrolled, 2,100; total acres, 
2,850,000; total bushels, 51,300,000; average 
bushels per acre, 18.0; total value at 70c per 
bushel, $36,295,000.00. 

Year 1911: Boys enrolled, 3,800; total acres, 
3,000,000; total bushels, 54,000,000; average 
bushels per acre, 18.0; total value at 70c per 
bushel, 37,800,000.00. 

Year 1912: Boys enrolled, 10,894; total 
acres, 3,150,000; total bushels, 54,180,000; av- 
erage bushels per acre, 17.2; total value at 70c 
per bushel, $37,926,000.00. 

In quoting the above figures, it is not the 

purpose to claim that the Boys' Corn Club 

work has caused all of this great increase in 

corn production. A similar study of the dem- 

17 



onstration work among the men, conducted in 
each county by the county agent, would show 
growth and results just as marvelous, for that 
branch of the service has also played a great 
part in increasing the yield of crops. 

These figures are quoted because we have 
them at hand and because they furnish a con- 
crete example of a co-operative county organi- 
zation supported jointly by the county superin- 
tendent, demonstration agent, teacher, and 
others, exemplifying what county and commu- 
nity organization can do. 

In referring to the Girls' Tomato Club work, 
we shall attempt to show only the results of 
the work for the year 1913, and shall give only 
figures that represent the work of the club 
members themselves. The influence of the 
work is so far-reaching that it is impossible 
to estimate its value, for every girl influences 
others, and these, in turn, others; and so the 
spirit travels. 

The figures here quoted show the result in 
the ten organized Alabama counties: 

Kind of product, tomatoes; number put up, 
147,200; size of vessel, No. 3; kind of vessel, 
tin cans. 

18 



Kind of product, tomatoes; number put up, 
13,500; size of vessel, No. 2; kind of vessel, tin 
cans. 

Kind of product, string beans; number put 
up, 22,500; size of vessel, quarts and % gal- 
lons; kind of vessel, glass jars. 

Kind of product, corn; number put up, 20,- 
800; size of vessel, quarts and % gallons; kind 
of vessel, glass jars. 

Kind of product, other fruits and vegetables; 
number put up, 4,684; kind of vessel, cans. 

The above represent good, wholesome vege- 
tables and fruits, one-half of which, the official 
reports show, was consumed at home, and the 
other half sold at the market price. It is safe 
to say that in some of those counties where 
the work has been in progress for several years 
the surplus canned products from the plots of 
the Tomato Club girls, and the gardens of their 
homes and others influenced by them, is suffi- 
cient to supply the market in the county. The 
socializing effects of these clubs cannot be re- 
duced to figures; but no one who is at all fa- 
miliar with conditions can doubt that they are 
equally as convincing. 

19 



The school that is to permanently further 
country life development should have at least 
three teachers; first, a principal who is skilled 
in agriculture and in elementary science; sec- 
ond, an assistant who is skilled in domestic 
science and manual arts; third, an assistant 
who is skilled in literature, drawing, and mu- 
sic, especially vocal music. The school should 
have besides a room for each teacher, a work- 
shop, a kitchen, and an auditorium large 
enough to accommodate all general community 
meetings. It should be located on not less than 
five acres of land, preferably more, so ar- 
ranged as to allow ample playgrounds, shade 
trees, flowers, school gardens, and demonstra- 
tion plats. In order that every agency may do 
its full work in this unified community organi- 
zation, there should be local committees com- 
posed of the best workers in the community 
directing the several phases of the work 
after some such plan as the following: 



First, a committee on educational work, 

a. The school 

b. The library, lyceum, debating society, 

etc. 

20 



Second, a committee on social life 

a. Recreation, games 

b. Neighborhood meetings 

c. County fairs. 

Third, a committee on farm progress 

a. Farm production 

b. Marketing 

c. Co-operative buying and selling. 

Fourth, a committee on health 

a. Sanitary measures 

b. Medical inspection. 

Fifth, a committee on woman's work 

a. Home equipment 

b. Household management 

c. Home industries. 

Sixth, a committee on moral conditions ynd 
their improvement. 

These local committees should be in close 
and sympathetic touch with a central county 
committee composed, let us say, of the probate 
judge, county superintendent of education, 
or principal of the county high school, farm 
demonstration agent, county health officer, 
21 



president of the woman's club or the county 
school improvement association, president of 
the farmers' union, the chairman of the county 
ministers' union. Each of the several members 
of this central committee should be special ad- 
viser to the local community committee on that 
phase of the work in which he is best in- 
formed. The county superintendent of educa- 
tion or the principal of the high school should 
be at the service of the educational committee; 
the committee on social life should be free to 
advise with the probate judge; the demonstra- 
tion agent and the president of the farmers' 
union should be at the call of the committee 
on farm progress; the county health officer 
should advise with and assist the committee on 
health; the president of the school improve- 
ment association should be the special adviser 
to the committee on woman's work; the presi- 
dent of the county ministers' union should co- 
operate closely with the committee on moral 
conditions. 



We cannot lose sight, however, of the fact 
that "the proper means for constructing our so- 
cial institutions are best suggested by a care- 
22 



ful accumulation and analysis of our institu- 
tional experiences." A state committee on 
country life composed of the leaders of the 
several phases of the work apportioned to the 
committees in the above plan, might serve as a 
clearing-house for the most valuable ways and 
means of community development taking place 
in Alabama or elsewhere. This committee 
would be prepared to give authoritative, expert 
advice along the several lines of community de- 
velopment in such a way as to give the work 
the fullest expression without prejudice to any 
other community in the state. The personnel 
of this committee might be constituted some- 
what as follows: A member of the State De- 
partment of Education, of the Health Depart- 
ment, of the Highway Commission, of the 
State School Improvement Association, of the 
Department of Agriculture, of the Boys' and 
Girls' Demonstration Work in Alabama, of the 
Farmers' Union. This is intended to be sug- 
gestive and by no means exhaustive. With 
proper thought and deliberation, this plan may 
in substance be followed in such a way as to 
enable every community to avail itself of the 
23 



best and most expert help this state has to of- 
fer, for its own uplift and organization. The 
time is already come when we must face seri- 
ously and clearly the call of the rural commu- 
nity and bring every resource at our command 
to its assistance. In the words of our Am- 
bassador to the Court of St. James, the "larg- 
est problem that faces American civilization 
is the building up of country life. No matter 
what attitude some of us may have towards 
the task, we are obliged to come to this. We 
have just passed through a period of organi- 
zation of machinery of the modern world, mak- 
ing the city and the railroad, but the country 
has been left out. Now we must build it up. We 
all know that in the coming centuries, as in the 
past, the character and the vision of American 
life will come from the soil. A larger vision 
and a larger liberty and a larger opportunity 
have come upon us as a task for our working 
hours. We must recognize the country. We 
began with the school and the child, and we 
end with them, of course. But every step has 
been toward a widening democratic ideal to see 
how we could teach one another." To the task 
24 



of bringing to every boy and girl in Alabama, 
whether country-born or city-bred, the fullest 
measure of opportunity and development of 
which he or she may be capable, and to the es- 
tablishment of the organized rural community 
as Alabama's fundamental need, I am now 
ready to consecrate whatever talent and oppor- 
tunity I can command. If every individ- 
ual who loves childhood, and every agency 
that would aid in converting this our finest 
raw material into the finished product of man- 
hood and womanhood equipped to do the 
world's work both today and tomorrow, will 
band together, set about it and keep heart, we 
may bring to ourselves, our children, and our 
great commonwealth the genuine blessings of 
wise economy, healthful sanitation, enlightened 
society, liberal education, and true spirituality; 
and along with it the lesson that "to till the 
soil, to make the home, and to train the child, 
one continuous human service, — is the greatest 
privilege that can fall to the lot of man." 



25 



DEPARTMENT OF EDUCATION 

MONTGOMERY 



The following Bulletins, published by this Department, 
will be sent on receipt of the postage indicated. 

Postage 
B. Recommendations on the Articulation and Cor- 
relation of the Elementary Rural Schools with 
the County High Schools $0.01 

5. School Improvement Circulars, A, B, D 02 

6. Facts and Figures Relating to Local Taxation 01 

7. Grading Rural Schools 01 

10. Suggestive Equipment for Rural Schools 01 

25. Equipment for Shopwork 01 

26. Equipment for Domestic Science and Home 

Economics 01 

28. Suggested Graduated Salary Schedule 01 

29. Scoring Guide for Standardizing Rural Schools 01 

30. Elementary Examination 01 

31. Information Relating to the Adoption of Text- 

books for Alabama 01 

32. Rules and Regulations Governing Examination 

of Teachers 01 

33. Alabama's Country Schools 04 

35. State Manual for Elementary Schools 06 

37. List of Adopted Textbooks 01 

38. Price List of Books by Grades 01 

39. Alabama Library List 05 

40. Information for Alabama Teachers' Certificates.. .01 



GENERAL BULLETINS 

School Laws of Alabama 05 

Annual Report of the Superintendent of Education 10 

Education Directory 01 

A Discussion of Local Tax for Public Schools 01 

Schoolroom Fenestration 01 

Rules and Regulations Governing the County High 

Schools 01 

Rules and Regulations Governing the Normal Schoote .01 
Select List of References on Temperance Instruction .01 

Sanitation and Decoration Score Card 01 

Washington's Birthday and Arbor Day 03 

Thomas Jefferson's Birthday 02 

Bird Day 05 

*Reading Circle Circular 01 

|A Collection of Songs for Public Schools 05 

*The Reading Circle Circular may be secured from R. 
A. Clayton, Title Guarantee Bldg., Birmingham. 

fThe Collection of Songs from Brown Printing Com- 
pany, Montgomery, Ala. 



N 




28 



D. of D. 
NOV 21 I91g 



COMMUNITY ORGANIZATION, 
ALABAMA'S FUNDAMENTAL NEED 



LIBRARY OF CONGRESS 



019 886 941 7 




WILLIAM F. FEAGIN, 

J! 
Superintendent of Education. 

January 5, 1914. 



